Philosophy of Teaching

Throughout educational history, many theorists have established that teaching is both a
science and an art. This concept has been honed and drawn out over the years so that it has
spiderwebbed in many different directions. One of these offshoots is the concept of an
educational framework.
A framework is necessary for every teacher, regardless of subject. When one bases
curricula and instruction off a preexisting approach, it gives purpose and definition to the choice.
It additionally makes a teachers classroom decisions more defensible to students, peers, parents,
and administrators. The utilization of a framework effective in planning then progressing a unit
of study during a semester. When working off a base such as this, it is much less likely that a
reversion to teach the way one was taught, often a negative side effect of unsupported curricula,
will occur. Thus, the proper use of a framework becomes apparent not only in the classroom
environment, but also in student relations, choice of text, and several other areas.
In terms of English Language Arts (ELA), the framework with which I most nearly
associate is that of the literacy practices. According to this approach, teachers ought to teach to a
set of standards (state or district) by whatever means they so choose. This allows for a classroom
specific curriculum that can vary to the context of that exact class (Beech 17) . Moreover, the
standards provided are not meant to be a check list of To-Dos, but more of an outline of goals to
achieve. In addition to these, there are several other facets of the literacy practices that I favor.
For example, the canon and how to best approach it with students can be a great obstacle
to an ELA teacher. Diversity in classrooms is becoming vast and apparent not just in terms of
race, but in sexuality, economic status, political views and more (Burke 30). I have often
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wondered if I am saddled with a dead white guy curriculum how best to keep students engaged
with the text. Literacy practices promotes a more open view and a certain disregard to the
establish canon. According to the framework, a teacher may teach on whatever text her or she
thinks will best meet the needs of her students. This stems from recognition that different
cultures value different norms and that one culture does not take precedence over another. This
contrasts with the approach that cultural knowledge takes. In that particular framework, a canon
is not only vital, but national standards and texts should be used (Hirsch 161), which is vastly
different.
Because of this, I feel that literacy practices also more aptly address literacy as a whole.
Literacy is no longer the basic standards of reading and writing. It has developed to include
listening, speaking, and viewing. I would also argue that literacy involves communication and
empathy. It is absolutely important to know how to convey ones own thoughts with language,
but it is equally important to understand others opinions beyond a surface level recognition. To
accept that others may hold values different than the majority, and to recognize that that is not
inherently bad, is a component of literacy that is not often addressed. This is where I feel literacy
practices becomes particularly useful in expanding and complicating students knowledge and
boundaries with different applications of texts depending on each class.
Something else that I admire about the literacy practices approach is the view on form
and content. In this framework, form follows content, meaning that a text should first be
analyzed for what its about, then how the structure is relevant (Beech 28). This differs from a
standards approach, where rote memorization of different forms and structures is of primary
importance. This is a practice that I had little success with in high school, only learning later

college how content actually informs the form. The form follows content approach is much
easier to connect with as a student, which explains why it is a part of literacy practices.
A final aspect of literacy practices that I admire is how it addresses social issues.
Critiquing systems isnt a widely accepted attribute of an ELA classroom however, I feel its
one that is necessary (Beech 60). I think its important that students learn not only to think
critically, but to think critically of institutions and practices that they may not have thought to
question before. Of course, I dont mean that I believe its my job to convert all of my students to
socialism. I just mean that bias has seeped its way into nearly every aspect of our lives and
learning to question outside sources is a really difficult but positive thing to learn. However, I do
concede that I am currently a third year college student with an education major, aflame with
ideas of how Im going to work the system and change it from within, inspiring students to do
the same. In five years or so, Im sure my motivations will have simmered or altered at least
slightly.
Literacy practices most accurately aligns with my views of what an ELA teacher should
be. I believe that an ELA teacher should teach according to a set of goals assigned to the
students, whether they be state, district, or individually regulated. These standards of literacy are
the same ones that are listed previously: reading, writing, speaking, viewing, and connecting. I
also think that this core should be taught in a way that is productive for the students, in that they
can connect skills with their purposes outside of the classroom. In my opinion, being an ELA
teacher is all about connecting and expanding. Teachers provide students with opportunities to
connect to each other, to issues and experiences beyond the classroom, to a certain text, etc. With
this comes a general understanding of the concept or standard. Then, they expound upon that
initial knowledge to challenge, confirm, or complicate previous ideas. This results in a deeper
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knowledge of the world around them, as well as of different functions of their knowledge. That is
the kind of ELA teacher I hope to be, and I believe a use of literacy practices will help get me
there.

Works Referenced
Beech, et al. Foundations and Theoretical Frameworks. p3-68.
Burke, Jim. The English Teachers Companion. Heinemann, 2013. p21-40.
Hirsch, Eric Donald Jr. Cultural Literacy. 2001. p159-169.